debut, and disappointed many lovers of stringed instruments by persistently refusing to respond to an encore. Both Mr. Long and Mr. Butler were the recipients of congratulations on all sides.

As usual the platform was beautifully decorated for the occasion, and the four gallery columns were profusely adorned with the various society colors. The locations of the different societies were easily discovered by the canes and ribbons defiantly flaunting from time to time. The general quiet through the program was broken only by the generous applause of the friends of the various societies as they appeared and retired; but, when the reports of the judges had been passed in, pandemonium broke loose, and the yells which had been so well prepared, startled the innocent visitors present. At a given signal the Lyceum boys massed on the east side of the hall, the BellesLettres boys on the west, and the Literati boys massed on the north-west. The Philomathians contented themselves with scattered responses merely. The band, doubtless remembering the effect of music on a certain occasion in colonial times, gave several selections, but the bombardment could not be easily suppressed and with each interval was renewed with wonderful effect. When, however, Professor Metcalf, on behalf of the judges, announced that the first prize in essay and oration had gone to the Literati society, the entire assembly room seemed alive with red ribbons, red men, and red yells.

The winners were immediately put into arm chairs and carried triumphantly to the hall, where a noisy jollification filled out the round of the evening's glory. The Lyceum boys and girls, true to their representatives, carried them to their hall and found much satisfaction in the excellent record which they had made. The Belles-Lettres people, almost "to a man," crowded into their hall with Mr. Daniels and remained until a late hour talking over their past victories and their appreciation of the fine work that Mr. Daniels had done. Now for Cedar Falls!

Rules for Ranking in Oratorical Contests.

The following extracts from the constitution of the oratorical association should be preserved for future reference. The method has been named "The Reciprocal Method."

Article VI., Section 4. The rank in oration shall be determined by the following method:

1. Determine the number of votes given to each contestant for first place, for second place, for third place, and for fourth place.

2. Give the value one to a vote for first; one-half for second; one-third for third; and one-fourth for fourth.

3. Declare as first the contestant who has the largest total. 4. If there is no tie, determine second place by reranking remaining three contestants and proceeding as before. Rerank remaining two for third place as before.

In case of a tie for any place, rerank those tied and proceed as before. In case there is still a tie, the one ranking highest in delivery, of those tied, shall be given the preference, rank to be determined as before. If there is still a tie, the sum of per cents on both thought and composition and delivery shall determine rank.

Section 5. If a judge on delivery give two contestants the same ranking he shall be requested to indicate his preference by a + before the final decision. If a judge on thought and composition violate this rule, those having the same grade shall be given the same rank, the next in order being given the rank he would have had, had the tie not occurred.

Section 6. If, for any reason, a judge on delivery shall be unable to serve, the executive committee shall select a substi

tute. If a judge on thought and composition fail to deliver his grades to the secretary of the association by 8:00 a. m. of the day of the contest, the executive committee shall appoint a substitute whose grades shall be destroyed unread if the delinquent judge shall have returned his verdict before the time for making up the final result.

Section 7. The results shall be determined from the markings of the judges, by the secretary of the oratorical association and some other member of the executive committee to be appointed by the president, acting with the secretary of the faculty and one other member of the faculty designated by the president of the association. This committee shall decide, by a majority vote, all disputed points in regard to the interpretation of a judge's decision. The final result shall be certified by said committee before being announced. Adopted April 7, 1898.

Personals.

Fannie Davis is teaching near Hukle.

C. M. Hilleary is teaching near Macksville.
Charles E. Hamilton is teaching at Fredonia.

Nora Becktel is teaching at Livingston, Stafford county. Charles F. Boy is assistant bookkeeper and clerk for the Fair, Shook Mercantile Co., Raymond.

Thomas B. Freas, '92, and Mary Kuhn, '94, were married on December 28, at the home of the bride's parents in Leavenworth. They make their home in Chicago.

M. Alice Isely, in renewing her subscription to the MONTHLY, says that this is the best year in their work at Provo City, Utah. Mrs. Ivy Loar Corfman's home is a pleasant rendezvous for the Provo delegation.

Professor W. C. Stevenson was elected first vice president of the National Federation of Commercial Teachers at its holiday meeting at Chicago. About four hundred teachers were present, representing all parts of the United States.

Aug. P. Zeller is completing his course for the master's de gree at Harvard this year. He spent last summer in France, Germany, Austria, Italy and Switzerland. "The trip was delightful and profitable." He may spend next year in Spain and Italy traveling and studying. His present address is No. 22 Hollis Hall, Cambridge.

'89. A. M. Bogle is now principal of the Academy at Sheldon, Mo. He was at home with us at the Topeka reunion.

'93. Almeda Jay became Mrs. Charles J. Buerhaus in December, at Colwich, Kansas, the home of the bride's father and mother. Letters of congratulation will find them at Colwich.

'94. Miss Mabel E. Doughty was married to Mr. Charles H. Getchell on the evening of December 26. They will reside at Ohio, Kansas, where they will always be pleased to see their friends.

'98. Horace M. Cunningham and Olive C. Corbett were married at noon on December 25, 1898, at Webber, Kansas. They are at home to their friends at Emporia. 'or. Ustel Hubble is teaching in Stockton. Tulu M. Bice is teaching near Plainville. 'or. Samira Cravens is teaching near Webster. 'or. H. J. Lambert is principal at Codell. Mrs. Lambert is teaching in the grades at the same place.

ΟΙ.

'02. S. Starbuck is teaching near Plainville. Miss Starbuck is teaching in an adjoining district.

The Methods Class. GRAMMAR.

Teachers have recognized that spelling classes and formal spelling lessons are needed, although spelling is a part of every subject taught. We wish all were as discerning in the matter of language. It is essential that carefully planned language lessons be given every grade, including chart class and high school.

In primary grades the language lessons should be chiefly oral. As a means of expressing thought, the little children find drawing less cumbersome and much more satisfactory than writing.

Throughout the intermediate grades the teachers should not be afraid of occasional lessons in grammar. They will be interesting as well as beneficial if they arise naturally from the exigencies of the language work. In oral work see that the children are permitted to do the talking. In written work see that they do the thinking and plan the paragraphing and proper arrangement of the work.

Grammar grade teachers are largely responsible for the too great prevalence of "essays" made of borrowed thoughts. If they cannot keep in close touch with the child-view, they would do better to receive suggestions from the children in regard to subjects for discussion.

Wise teachers use language lessons in connection with formal grammar studied from a text-book.

There is no reason why the grammar class should be any less interesting than geography, history, reading, etc. If the teacher "mixes his paints with brains" sufficiently he will find that all pupils enjoy grammar. If high school pupils who are studying English would give it half the solid work they are obliged to give the lessons when taking Latin or Greek, a revelation would dawn upon them.

In beginning formal grammar lessons, it is wise to adhere to the simple sentence and to proceed so slowly that the class cannot fail to be well grounded upon the first principles. The study of the varied sentence forms and all of etymology depends upon a clear understanding of the simple sentence. The teacher's tact and ingenuity must make interesting and valuable to a class the constant review of the ideas presented by the words and sentence, subject, predicate, verb, complements, modifiers.

A diagram is but a picture of the sentence, and the sentence is but an expression of thought; hence, the pupil's diagram should express what the sentence means to him.

Grammar should appeal to the pupil as something eminently practical; it should develop thought-power, leading to beauty and joy in composition, and to reverence for good literature. BEGINNERS' READING CLASS.

It is not wise for the primary teacher to instruct the various classes of beginners by strictly the same method. She herself might fossilize without knowing it. Not only do different pupils, different surroundings, times and seasons, demand a varied teaching, but also growth and real interest on the part of the teacher require that she should not always begin in just the same way and with just the same words. Can the teacher's eyes be as bright and her interest as evident if she has taught that same word in that same way to many previous classes?

I saw a skilled teacher conduct a beginning lesson somewhat as follows: She had a number of toys and pasteboard forms in a box from which each child took one. As he held it before the class some of the other children would tell about it and the teacher would write the sentence upon the board. In good script upon the board were left such sentences as the following:

"Robert [has a knife;" "Kate has a dog;" "Gladys has a horse;" "May has a cart."

The box of toys was not needed at the next recitation, for each child knew many of the sentences. The next day they read them again and picked out separate words and at the afternoon recitation actually read a number of sentences made partly of pictures and partly of "John has." Of course the individual words required as class knowledge were impressed separately, and kept in sight of the class for a long time; though when a word was covered, the children showed ability to reproduce it in writing.

This same teacher taught another division of the same class beginning with but one word. The word was brought out in class by a short story and then placed by itself upon the board. Each child studied it as it stood out clear and distinct upon the board. At the next recitation they played hide and seek. It was surprising the number of places they found the word. One child found it written upon the floor, another on a piece of paper pinned to his hat, another on a slate in the window, some high on the board, some low. After another word had been taught they were able to pick them out from among words they did not know; and what a lively game they had playing puzzle. The teacher had a colored crayon with paper wrapped about it so that the children's hands were not soiled when they put "the blue ribbon" on the words they knew. They also recognized them on little cards, each child proudly "reading" his word as he dropped the card in the box. In a few days their reading lessons upon the board consisted of many sentences. No pointing was permitted when they read aloud and the sentencs were not called "stories", much to my pleasure. Gradually new words were taught and substituted for pictures in the sentence work. Both sections of this class were using the Kuhlmann Reading Boxes at the end of the month.

This same teacher also taught a class by the Pollard-Synthetic method. It was a happy class and they became good readers. I believe she never taught another class by that method, though she always after used many of the stories, songs and devices.

I believe it is best to proceed very slowly, using the same word in many sentences. Word calling should not be considered reading. It is permissible for drill in quick recognition, but the words should then be placed in rows as for spelling. The words and, is, the, a, my, etc., are best taught only in combination with other words so that the meaning is evident without dwelling upon them. This is a good plan on account of pronunciation and expression. If a pupil pauses after a or the, question him by saying, "A what?" "The what?" Do not have the pupils imitate your reading. Try to have enough teaching ability that your pupils can grasp and express thought and thus not need to copy your expression of thought.

A. L. C.

A recent Washington despatch says: "The presidents of military academies in the United States have reported that twentynine of their regular students and fifty-nine alumni had been commissioned in the regular army, and 157 students and 296 alumni in the volunteer army, a total of 541 officers, or enough for about twelve regiments. Further, 1,084 students and exstudents joined the army as non-commissioned officers or privates. Accepting these statistics as an average, it would appear that the regular and volunteer armies secured from the students annually instructed by regular army officers at the various colleges enough officers for twenty-four regiments. The inspector general of the army says that some substantial recognition should be accorded the students who spend a large part of their school life in military study, and he recommends the selection of some of the best of these students for appointment annually in the army."

At the time of the publication of the course of study for city and district schools, two members of the committee announced that they would soon publish a little volume "containing many of the readings suggested in connection with the culture and nature work, together with suggestions concerning organization, methods, etc." After several provoking delays, the book is at last ready, the publishers having issued the first edition in time for the meeting of the State Teachers' Association. It is a handsome little volume of two hundred ten pages, and contains many selections cited in the course of study, as well as nearly thirty pages on the subject of correlation with illustrative outlines.

Superintendents and teachers throughout the state have been waiting anxiously for the appearance of this book, as they have not cared to buy all of the books from which the selections in the course of study were cited. It is a very attractive little volume, and its price, fifty cents, will undoubtedly give it a wide sale. The publishers, Scott, Foresman & Company, have taken great pains to place the book within the reach of all teachers and pupils interested in the course of study. The editors, Ex-State Superintendent Stanley and President Taylor, have already received many pleasant words concerning the make-up and value of the book. If you cannot secure a copy at your home book store, send fifty cents to Scott, Foresman & Co., 378-388 Wabash Avenue, Chicago, Illinois, or the Kansas Book Company, Topeka, Kansas.

National Educational Association. BULLETIN No. 1.

In accordance with the instructions of the board of directors at the Washington meeting, the executive committee has carefully inspected the several cities inviting the association for 1899, viz: Los Angeles, Salt Lake City, Portland and Tacoma. All four places were found to be admirably equipped as convention cities, while the local interest in each gave abundant assurance of the most generous provisions for the various meetings of the association and for the entertainment of the visiting members. There appeared to the committee no reason why the informal preference expressed by the board of directors should not prevail. Los Angeles has therefore been selected by a unanimous vote of the committee. The dates for the convention will be July 11 to 14, 1899.

The railroad rates as tendered by the terminal lines will be $50.00 plus $2.00 membership fee for the round trip from the Missouri river, with the privilege of returning via diverse routes without extra charge, excepting a charge of $12.50 (to cover the 1,254 miles from Los Angeles to Portland) for return via Portland and the Northern routes or via Portland and Ogden lines.

While concurrent action by connecting lines has not yet been taken, the committee is assured that stop-overs will be granted west of Colorado common points, Livingston, Havre and Banff, on both the going and returning trips. Assurances are also given that tickets will be on sale as early as June 25 and on certain days thereafter until July 8, and will be good for return until September 2.

The Missouri river basing rate as named is the same as one lowest limited first-class fare to Los Angeles, plus the membership fee, and it is confidently expected that all connecting lines throughout the United States will join in a one-fare rate for the round trip to the Missouri river gateways.

While the rate decided upon is slightly higher from certain districts than the rate to San Francisco granted for the Christian Endeavor convention in 1897, the larger territory embraced in the round trip, the more liberal ticket conditions and stopover privileges en route and in California, and the longer limit for return, render the rate secured the most favorable ever granted to any transcontinental convention or to the National Educational Association for any meeting.

The local authorities at Los Angeles will spare no pains to provide abundant facilities for accommodating all members with comfortable and economical entertainment, not only at the time of the convention, but throughout the summer.. Every facility will be offered for visiting the various points of interest in California at exceedingly low rates. Local zeal in the interests of the association is shown by the pledge of 5,000 advance memberships from California alone.

The local executive committee at Los Angeles will be organized and announced at an early date. In the meantime correspondence may be addressed to JAMES A. FOSHAY, Superintendent of Schools, Los Angeles, Cal.

State directors are expected to act as state managers and to assume entire responsibility for the organization of association interests in their respective states.

FRANK B. DYER, Wichita, Director for Kansas.

In making your plans to go to Los Angeles for the N. E. A., do not forget that the Santa Fe is soon to issue a handsome circular showing the advahtages of its route. Ask your nearest agent for it.

THE JAYHAWKER'S SONG.
(Published by special request in this number.)
(TUNE-"Hot Time in the Old Town.")

I'm a Jayhawker boy from the Jayhawker state;
I wear Jayhawker hats on a Jayhawker pate;
I ride a Jayhawker horse in a Jayhawker way;
In the Jayhawker state I am bound for to stay.
CHORUS.

Don't you hear the voices from the West,
The bells that ring, the song that we love best?
It tells of life in a free and happy plain,
And of a warm heart at the old home tonight.
Jayhawker!

Hear it! hear it! so strong and so clear;
The bells they ring and the wild prairies sing,
For the Jayhawker boys and the Jayhawker girls
All find a warm heart in the old home tonight.

I've a Jayhawker girl with a Jayhawker face;
She wears Jayhawker flowers with a Jayhawker grace;
She sings Jayhawker songs with a Jayhawker voice;
And the Jayhawker state is her own free choice.

CHORUS.

Oh, the Jayhawker skies and the Jayhawker days
Are the Jayhawker's pride and the Jayhawker's praise;
For the Jayhawker knows that the Jayhawker's pains
Fill the Jayhawker's barn with the Jayhawker's grains.

CHORUS.

So the Jayhawker sows and the Jayhawker reaps,
And the Jayhawker sings and the Jayhawker sleeps,
While the Jayhawker's steers and the Jayhawker's shoats
Grow into Jayhawker's gold, into Jayhawker's notes.

CHORUS.

Neither Jayhawker winds nor Jayhawker drouth
Stops the Jayhawker's heart nor the Jayhawker's mouth;
For the Jayhawker's faith and the Jayhawker's song
Are the Jayhawker's life in his Jayhawker home.

Why Rudyard Kipling Became a Prohibitionist. Rudyard Kipling, so well and favorably known in the literary world, says that one night, in a concert hall, he saw two young men ply two girls with liquor until they were drunk. They then led them, staggering, down a dark street. The rest of the story we give in Kipling's own words. "Then," he says, "recanting previous opinions, I became a prohibitionist. Better it is that a man should go without his beer in public places, and content himself with swearing at the narrow-mindedness of the majority; better it is to poison the inside with very vile temperance drinks, and to buy lager furtively at back doors, than to bring temptation to the lips of young fools such as the four I had seen. I understand now why the preachers rage against drink. I have said, "There is no harm in it, taken moderately,' and yet my own demand for beer helped directly to send these two girls reeling down the dark street to-God alone knows to what end. If liquor is worth drinking, it is worth taking a little trouble to come at-such trouble as a man will undergo to compass his own desires. It is not good that we should let it lie before the eyes of children, and I have been a fool in writing to the contrary."

This is important testimony. Rudyard Kipling is no unknown person. No one can accuse him of intolerance or fanaticism. No one can taunt him with ignorance of life.

Side Dishes.

A tight fit-delirium tremens.

Is an officer's suit an epauletic fit?
Why not use isinglass for spectacles?

Do we owe our uncles to pursuance?
Winter is the season for numb skulls.
A cute angle always makes one laugh.
Is rain due to the moisture acquiescing?
A "good cause" may make a "bad debt."
Where ex-streams meet-Western Kansas.
Three-footed cattle don't make a stock-yard.
A preacher shouldn't monkey with evolution.
Catnip is good for a cat, but it's death to a mouse.
Whiskey is a drug on the market in Kansas, isn't it?
"So they're trying to ostracize the high hat," said she.
"I thought they had ostrichized it already," said he.

It would hump a person, of course, to swallow a camel.
Vassar '99. "Abbreviated, but having a saccharine reaction."
It's better to figure a thing out than to sit down and cipher it.
When one postmaster can sell stamps, another cancel them,

The State Normal School. We regret to say that our supply of catalogues for the past two years is exhausted. The following statements concerning the school will be of value to those who are making inquiries concerning it.

CONDITIONS OF ADMISSION.

Teachers holding first-grade certificates are admitted to the Normal Department, second-term (first year) classes, without examination. They are ranked, however, as first-term students until final records are made upon first-term subjects by exami nation. Teachers holding second-grade certificates are admitted to first-term classes, Normal Department, without examination.

Graduates holding diplomas from certified high schools are also admitted without examination.

Other candidates for admission are required to pass a fair examination in the common branches-arithmetic, reading, geography, grammar, U. S. history, writing, and spelling, and must present a certificate of good moral character from the county superintendent, or from some responsible person to whom the candidate is well known.

Regular examinations for admission and for advanced standing are held on the first and second and last two days of each half-term. A fee of $1 is charged for special examinations.

Graduates in the Arts Course or in corresponding courses of first-class colleges, are given such credits as will admit them to the last year, or to the senior class, on entering the school.

Graduates of high schools and academies fitting students for admission to the freshman class, State University, or of high schools and academies of corresponding grade, will be given such credits as will admit them to the second-year class on entering the School. In both cases above mentioned the Faculty will designate the subjects to be pursued, and the course will include a review of the common branches.

MILEAGE.

All students meeting the regular requirement for admission to the Normal Department may have necessary railroad fare in excess of three dollars refunded by the President of the Faculty, on presentation of receipts of agents from whom tickets are purchased.

Railroad fare is counted for one round trip only per year, and the rule applies only to students in attendance for the entire year.

Students in attendance for one full term of twenty weeks are entitled to have one-half of said extra fare refunded. Payment

is made at the end of each term.

Mileage is paid only to students living more than 100 miles from Emporia and within the limits of the state of Kansas. Many students take advantage of these liberal provisions.

THE COURSES OF STUDY

Embrace the work required in the best normal schools of this country, including methods of teaching, mental science, school economy and management, history of education, philosophy of education, child-study, teaching and criticism, and kindergarten and primary methods.

The Elementary course consists of the first, second and fourth years' work. The English Course consists of all the work of the four years, Latin excepted. The Latin Course is the same as the English, with Latin substituted for the designated subjects. The Academic Course consists of the first three years' work, and physiology or mental science, as the pupil may elect. (See catalogue for details in all courses).

Students completing any one of the first three courses named

above are granted the diploma of the school, which by law is a life certificate to teach in the schools of Kansas.

I.

PLEASE NOTE:

That teachers seeking a school in which to prepare themselves more fully for their work, find unequalled opportunities at the State Normal School.

2. That young men and women intending to teach, find no such facilities for acquiring an education and for obtaining a knowledge of all that is latest and best in appliances and methods, anywhere else in the State.

3. That parents desiring a school in which their children may receive a liberal education, and at the same time become thoroughly fitted for the honorable pro.ession of teaching, will find that it can be accomplished here with less expense than at any other school in Kansas.

THE EXPEnse.

It has often been demonstrated that the total expense in attending the State Normal School is as low as at any other school in the State.

Pleasant accommodations can be secured within easy reach of the building. Board in private families ranges from $2.35 to $2.75 per week. A few places charge $3.00 to $3.50. The clubs report a reduction of about one-third from above rates. Those who board themselves reduce the cost one-half.

Good unfurnished rooms, capable of accommodating from two to four students, rent for from $2 to $4 dollars per month. Furnished rooms rent for from $4 to $6 per month. The probable cost for a term of 20 weeks, including books, board, fuel, and washing, ranges from $35 to $75.

There are several good second-hand stores in the city where students can buy and sell furniture and cooking utensils. Tuition is free to all regular students in the Normal Department. To all others, a fee of $5 per term of 20 weeks is charged.

The next term opens January 31, 1899. Mid-term classes form April 11. For further information, address

A. R. TAYLOR, President,
EMPORIA, KANSAS.

Shall We Have Expansion?

One of the greatest issues of American history now confronts the Nation. The question of expansion calls for intelligent understanding by all Americans. A great help toward a clear and decided opinion upon the question is afforded by the following timely volume, just published: "The Imperial Republic," by James C. Fernald, author of "The Spanish in History," associate editor of "The Standard Dictionary," editor of "The Students' Standard Dictionary," etc. A stirring and powerful argument in favor of the extension of United States territory. The author draws a distinction between a true and a false imperialism, holding that the massing of many states in one imperial domain does not necessarily entail concentration and despotism. He clearly and convincingly proves that expediency, duty, and necessity urge the nation on to the new expansion. "It is for Americans to do that new thing among the nations-to make an imperial domain a republic." This is a book of extraordinarily live interest and present importance. Contents: The Ghost of Imperialism; Our Traditional Policy; Entangling Alliances; The United States as a Sea Power; Trade Follows the Flag; The Imperial Language; The Empire of the Pacific; The Debt of Humanity; Colonies, Ancient and Modern; A True Colonial Policy; Possibilities of Our New Possessions. Cloth, 12mo, cover design. Price, seventy-five cents. FUNK & WAGNALLS COMPANY, Publishers, 30 Lafayette Place, New York.